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ROCKY FORD CURRICULUM GUIDE

SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter

Grade Level Expectation

Evidence Outcome Student-Friendly Learning Objective

Level ofThinking

Resource Correlation Academic Vocabulary

1. A clear communication plan is necessary to effectively deliver and receive information

a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. (CCSS: SL.4.1)i. Come to discussions

prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (CCSS: SL.4.1a) I

ii. Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.4.1b) C

iii. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. (CCSS: SL.4.1c) C

iv. Review the key ideas expressed and explain their own ideas and understanding in light of the

We will be prepared to have discussions and explore ideas in class.

We will each have an assigned role in our discussion.

We will ask and respond to questions and contribute to the discussion.

We will review key ideas, and explain the ideas in our discussion.

CompApplAnalysis

Appl

Comp

Comp

Reading Book

Kagan structures

Reading BookKagan structures

Reading Book

Reading Book

DiscussExpressRolePose ClarifyActive ListeningContributeLink Ideas

© Learning Keys, 800.927.0478, www.learningkeys.org

http://www.learningkeys.org/





Level ofThinking


discussion. C (CCSS: SL.4.1d)


b. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.4.2) I

We will paraphrase parts of a text.

Comp Reading Book ParaphraseText


d.Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (CCSS: SL.4.) C

We will report on a topic. We will tell a story in an organized manner.

Know Reading BookGraphic organizer

RecountRelevant FactsPace


f.Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (CCSS: SL.4.6) I

We will use formal English when presenting ideas. We will tell the difference between informal English and formal English and when it is appropriate to use.

Comp Reading BookKagan structures

Formal EnglishAppropriate

1.Comprehension and fluency matter when reading literary texts in a fluent way

a. Use Key Ideas and details to:

ii.Identify and draw inferences about setting, characters (such as motivations, personality traits), and plot. (CCSS: RL.4.2) C

We will identify and draw inferences about setting of the story. We will identify and draw inferences about characters. We will identify and draw inferences about

KnowComp

Reading BookGraphic organizers

InferencesSettingCharacterPlotThemeDramaPoemSummarize







Level ofThinking


iii.Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS: RL.4.3) I

v.Describe the development of plot (such as the origin of the central conflict, the action of the plot, and how the conflict is resolved) I

plot.

We will determine a theme of a story. We will determine the theme of a drama. We will determine a theme of a poem. We will summarize the text using the theme.

We will describe the main problem of the story, and how that problem is solved.

Know

Know

Theme Graphic organizerTeacher reading book

Teacher reading bookProblem and solution graphic organizer

ConflictProblem / Solution

1. Comprehension and fluency matter when reading literary texts in a fluent way

b. Use Craft and Use structure to:

i. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). (CCSS: RL.4.4) I

We will use context clues to identify the meaning of words.

KnowMythology library books

MythsPhraseDefinition


c. Use Integration of Knowledge and Ideas to:

i. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific

We will make connections between the text of a story and a visual.

Know Story or drama textTeacher Reading Book

Make Connections







Level ofThinking


descriptions and directions in the text. (CCSS: RL.4.7) I

iii.Summarize text by identifying important ideas by providing supporting details, while maintaining sequence. C

We will summarize the text in sequence (order) by using main ideas and supporting details.

SynthGraphic organizer (hand) Summarize

SequenceMain IdeasSupporting Details


D. Use Range of Reading and Complexity of Text to:

ii.Read familiar texts orally with fluency, accuracy, and prosody (expression) C

We will read text with fluency, accuracy, and expression.

Know Fluency passages from coreSix-minute fluency

FluencyAccuracyProsodyExpression

2. Comprehension and fluency matter when reading informational

a. Use Key Ideas and Details to:

i. Refer to details and examples in a text when explaining what the text says explicitly and

We will draw inferences from the text by using details and examples.

Comp Inference graphic organizer

InferencesDetailsText







Level ofThinking


and persuasive texts in a fluent way

when drawing inferences from the text. (CCSS: RI.4.1) C

ii. Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2) C

iv.Skim materials to develop a general overview of content C

v. Scan to locate specific information or to perform a specific task (finding a phone number, locating a definition in a glossary, identifying a specific phrase in a passage) C

We will determine the main idea of a text, and support it with details. We will summarize the text using main ideas and details.

We will skim the story to get an overview.

We will scan texts to find specific information.

ApplSynth

Know

Know

Main Idea graphic organizer and summary graphic organizer

Text

Phone bookDictionary

Textbook glossary

Main IdeaSupporting DetailsSummarize

SkimOverview

ScanDefinitionGlossaryLocate Information

2.Comprehension and fluency matter when reading informational and persuasive texts in a fluent way

b. Use craft and structure to:i. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (CCSS:rI.4.4) C

iii. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a

We will find the meaning of words that are in a text.

We will use compare and contrast, cause/effect, problem/solution to explain a text.

Know

Comp

DictionaryGlossary

Venn diagramCause/effect graphic organizerProblem/solution graphic organizer

DetermineVocabulary

Compare ContrastCause / EffectProblem / SolutionText

ParagraphTopic Sentence







Level ofThinking


text. (CCSS:RI.4.5) I

ii. Compare and contrast the treatment of similar themes opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. (CCSS: RL.4.9) I

iv. Identify common organizational structures (paragraphs, topic sentences, concluding sentences) and explain how they aid comprehension C

v.Use text features (bold type, headings, visuals, captions, glossary) to organize or categorize information C

We will explain differences between poems, dramas, and stories.

We will identify topic sentences and concluding sentences, and explain how they help us understand the paragraph.

We will use text features such as bold type,headings, visuals, captions, and glossary to organize or categorize information.

Comp

Know

Appl

Examples of poems, dramas and stories

Writing Alive resourcesUmbrella planner

Leveled readers

Conclusion SentenceDifferencesPoemDramaStory / textelements

Text FeaturesBold TypeHeadingsVisualsCaptionsGlossary

2.Comprehension and fluency matter when reading informational and persuasive texts in a fluent way

c. Use Integration of Knowledge and ideas to:i. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. C

We will interpret information such as charts, graphs, diagrams, time lines, animations, and interactive elements to explain how the information helps us understand the text.

Comp Sample charts, graphs, diagrams, time lines, animations

ChartGraphDiagramTime LineAnimationWeb pageLink







Level ofThinking


(CCSS:RI4.7)3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills

a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.4.3)

i. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.4.3a) C

We will use what we know about word parts to read and understand compound words.We will use phonics and word analysis to read unfamiliar words. We will use prefixes, suffixes, and root words to help us find the meaning of new words.

Appl Sound cardsPrefix/Suffix flash cards

DecodeSyllable PatternsRoot WordPrefixSuffixMulti-Syllable Words

3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills

b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.4.4)

i. Read grade-level text with purpose and understanding. (CCSS: RF.4.4a) C

iii.Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.4.4c) C

We will read the text with accuracy and understanding.

We will use context clues to understand word meaning. We will reread the text when needed.

Know

Appl

Grade level textFluency passagesDibels

Context clues resources from text bookVocabulary words

AccuracyFluencyComprehensionText

Context CluesSelf-Correct

3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to

c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. (CCSS: L.4.4)

i. Use context (e.g., definitions, We will use definitions and Appl

Multiple Meaning WordsContext CluesGreek AffixesLatin AffixesPrefixesSuffixes







Level ofThinking


better reading skills examples, or restatements in text) as a clue to the meaning of a word or phrase. (CCSS: L.4.4a) C

ii. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (CCSS: L.4.4b) I

iii. Read and understand words with common prefixes (un-, re-, dis-) and derivational suffixes (-ful, -ly, -ness) C

iv. Read and understand words that change spelling to show past tense: write/wrote, catch/caught, teach/taught C

v. Read multisyllabic words with and without inflectional and derivational suffixes C

vi. Infer meanings of words using explanations offered within a text C

vii. Consult reference materials

examples to give clues about the meaning of words or phrases.

We will use affixes and roots as clues to the meaning of a word.

We will read and comprehend words with common prefixes and suffixes. We will read and understand words that show past tense.

We will read multisyllabic words with and without inflectional and derivational suffixes.

We will infer the meaning of words using context clues

We will use reference

Appl

Know

Know

KnowComp

KnowComp

Know

Vocabulary wordsDictionary

Flash cardsPrefix/Suffix flash cards

Prefix/Suffix flash cardsPrefix/Suffix meanings

Grammar from core

Vocab from the seriesLooping

Context clues from the series

Dictionary

Past TensePresent TenseFuture Tense

Multi-Syllable WordsInflectional Endings (-s, -ing)

InferContext Clues

Reference MaterialsGlossary







Level ofThinking


(e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: L.4.4c) C

materials such as dictionaries, glossaries, thesauruses to find the pronunciation and meaning of words.

Comp GlossariesThesauruses

DictionaryThesaurus


d. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.4.5)

iii.Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c) C

We will demonstrate the use of antonyms and synonyms.

Appl Antonyms and synonyms from the core

Figurative LanguageSimileMetaphorAlliterationSyntonymsAntonymsWord Nuance (example thin vs. scrawny)


e. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (CCSS: L.4.6) I

We will learn and use fourth grade words and phrases that are basic to a particular topic.

CompAppl

Leveled readersCore vocabulary

Vocabulary

1. Informational and persuasive texts use

a. Write informative/explanatory texts to examine a topic and

Informative Explanatory







Level ofThinking


the recursive writing process

convey ideas and information clearly. (CCSS: W.4.2) Ci. Introduce a topic clearly and

group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. C (CCSS: W.4.2a)

ii. Choose planning strategies to support text structure and intended outcome C

iii. Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, comparison-and-contrast C

iv. Organize relevant ideas and details to convey a central idea or prove a point C

v. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.4.2b) I

vi. Link ideas within categories of information using words

We will write an information paragraph that clearly introduces a topic.

We plan before we write using a graphic organizer.

We will identify how a text is structured.

We will organize our ideas to prove a point.

We will write about a topic using facts, details, and examples related to the topic.

We will link ideas using the correct words such as

Know

Appl

Know

Appl

Appl

Know

Text features from the series

Writing Alive planners

Sequence of events graphic organizerVenn diagram

Graphic organizer Mc-Graw Hill series

Graphic organizer Mc-Graw Hill series

Personal Narrative

Transition wordsWriting Alive

TextConvey Ideas

IntroduceTopicParagraphHeadingIllustrationComprehension

PlannerTopic

SequenceDescritptionExplanationCompare and Contrast

Main IdeasSupporting Details

DevelopFactsDefinitionsDetails

Link IdeasPhrasesTransition Words







Level ofThinking


and phrases (e.g., another, for example, also, because). (CCSS: W.4.2c) I

vii. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.4.2d) I

viii. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.4.2e) C

another, for example, also, and because.

We will use specific language and vocabulary to explain the topic.

We will write a concluding sentence to summarize our paragraph.

Appl

KnowComp

Writing Alive word wheelsCore vocabulary

Writing Alive planner with conclusion

Subject-Related WordsTopicVocabulary

Conclusion Sentence

3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader

a.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4) C

We will write in a clear and organized way that is appropriate for the purpose and audience.

Appl Writing Alive process Well-Developed ParagraphOrganizationAudience


b.With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.4.5) C

We will strengthen our writing by planning, revising, and editing.

Appl Writing Alive process PlanningBrainstormingDraftingRevisingEditingFinal Copy

3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to

d.Use correct format (indenting paragraphs, parts of a letter, poem, etc.) for intended purpose M

We will use the correct format when writing paragraphs, a letter, or a poem.

Appl Core series IndentSentenceParagraphHeadingBody







Level ofThinking


make the meaning clear to the reader

We will use the correct grammar and punctuation when writing a sentence.

SalutationStanzaLines


e.Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.4.3)i. Choose words and phrases to

convey ideas precisely. (CCSS: L.4.3a) C

ii. Choose punctuation for effect. (CCSS: L.4.3b) C

iii. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). (CCSS: L.4.3c) I

We will choose words to show ideas.

We will choose the correct punctuation.

We will tell the difference between formal and informal English, and decide when it is appropriate to use it.

Appl

Appl

Appl

Writing Alive word wheels

Grammar from the series

ConventionsCorrect GrammarPunctuation

Formal EnglishInformal EnglishPresent IdeasSmall Group Discussion


f. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.4.1) C

ii.Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (CCSS: L.4.1b) C

We will use correct grammar while writing and speaking.

We will form and use the correct verb tenses.

Appl

Appl Grammar from the series

DemonstrateConventionsCorrect Grammar

Verb TensesPastPresentFuture







Level ofThinking


iv.Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (CCSS: L.4.1d) I

We will put adjectives in order within a sentence.

Analysis Grammar from the seriesAdjectiveOrder

3.Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader

viii. Correctly use frequently confused words (e.g. , to, too, two,; there, their). (CCSS:L4.1g) C

We will correctly use words that are often confused such as to, too, and two.

Appl Spelling from the series Homophones


g. Demonstrate command of the conventions of standard English Capitalization, punctuation, and spelling when writing. (CCSS: L.4.2)i. Use correct capitalization.

(CCSS: L.4.2a) C

iv.Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.4.2d) C

We will use correct capitalization.

We will spell fouth grade words correctly.

Appl

Know

Grammar from the series

Spelling from the series

Correct GrammarConventionsCapitalizationPunctuationDictionary

1. Comprehending new information for research is a process undertaken with discipline both alone and within groups

a. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (CCSS: W.4.8)i. Identify relevant sources for

locating information IWe will identify and use relevant sources for locating information.

Know InternetLibrary books

RetellGather InformationTake NotesSources

Text Features© Learning Keys, 800.927.0478, www.learningkeys.org






Level ofThinking


ii. Locate information using text features, (appendices, indices, glossaries, and table of content) C

iii. Gather information using a variety of resources (reference materials, trade books, online resources, library databases, print and media resources) C

iv. Read for key ideas, take notes, and organize information read (using graphic organizer) C

v. Interpret and communicate the information learned by developing a brief summary with supporting details C

We will find information using text features such as an appendix, an index, glossaries, and table of contents.

We will gather information from a variety of resources.

We will read for key ideas. We will take notes, and organize information as we read using a graphic organizer.

We will write a brief summary with supporting details.

Know

Know

KnowApply

Know

Text books

Online resources such as Google, trade books, encylopedias

Graphic organzierWriting Alive note taking

Summary graphic organizer

AppendixIndexGlossaryTable of Contents

Reference MaterialsEncyclopediaOnline ResourceSearch

Take NotesOrganize InformationGraphic Organizer

Summarize

2. Identifying implications, concepts, and ideas enriches reasoning skills

a. Consider negative as well as positive implications of their own thinking or behavior, or others thinking or behavior. I

We will understand that our behavior may have a positive or negative consequence.

Comp Counselor Negative BehaviorPositive BehaviorConsequencesBehavior



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